1. College Is An Option! Kathy McSweeney
Director, Disability Support Services
Dianne Nagle
Associate Director, Project Access
Sheryl Gold
Manager of Special Populations Programs

2. Objectives
Learn about legislative difference between high school and college
Learn about practical differences between high school and college
Learn about all the different programs offered at Howard Community College

3. K-12 law Individuals with Disabilities Education Act (IDEA) of 2004
Entitles all children with disabilities receive a free and appropriate public education (FAPE).
This does not apply to postsecondary schools.
Section 504 of the Rehab Act and the ADA are non discrimination statues. The IDEA is about entitlement.

4. Laws concerning students with disabilities – post-secondary level
Section 504 of the Rehabilitation Act of 1973
“No otherwise qualified individual with a disability in the United States…shall, solely by reason of…disability be denied the benefits of, be excluded from the participation in, or be subjected to discrimination under any program or activity receiving federal financial assistance.”
Americans with Disabilities Act (1990)
Increased awareness of people with disabilities about their rights to equal access to programs and services

5. Legal Differences Postsecondary – High School –
IDEA – Individuals with Disabilities Education Act
All children are entitled to a free and appropriate education
Postsecondary –
ADA – Americans with Disabilities Act
Civil Rights Act
No one is entitled to anything/ students have civil rights and must advocate for themselves to enjoy those rights

6. “Otherwise Qualified”
Differences
College
High School
Qualified –
In high school, students are qualified because of age and disability
“Otherwise Qualified”
Means that the students must meet all academic requirements whether or not they are using accommodations
This applies to course work as well as entrance requirements

7. Otherwise Qualified : …meets the academic and technical standards requisite to admission or participation
With or without:
Reasonable modifications to rules, policies or practices;
Removal of architectural, communication or transportation barriers; or
Provision of auxiliary aids and services :

8. Other Differences College High School No Plans Plans
On the college level, no plans are involved
Teachers are not contacted except by the student
Parents’ involvement is minimal - FERPA
Plans
IEP or 504 plans drove services and involved teachers, counselors, parents and students.

9. Differences College High School Process Done automatically
“Behind the scenes”
Student is often unaware; not involved in the process
Process
Nothing is done automatically
Student runs the show!
Student is responsible for when/if/how process occurs

10. Accommodations Self Identification Student’s responsibility to do so
High school does not send anything
Parents cannot call and arrange anything
Every college/university has an individual who assists students with disabilities
Disability Support Services
Disabled Student Services
ACCESS office
Special Student Services
Learning Assistance Office

11. Definition of Academic Accommodations
Modifications of services, programs, and facilities to help persons with disabilities access the general education curriculum and validly demonstrate learning.
Providing accommodations ensures equal opportunities for success in mastery of course material; it does NOT mean compromising the content, quality or level of instruction.
All students are required to meet a standard of competency in course work; students with disabilities are no exception.

12. Reasonable Accommodations
Do NOT make a fundamental change in the standards of a program or course
Do NOT alter course objectives
Do NOT impose an undue financial or administrative burden on the institution
Do NOT affect the essential standards applied to all students

13. Examples of Accommodations
Test Taking Accommodations
Extended time on tests (not “unlimited time” and not generally on out of class assignments)
Tests in the Test Center
Tests in a Quiet Place
Tests with a reader/writer/proctor
Tests using various types of assistive technology
Assistance with notetaking
Books in alternate format

14. Accommodations (cont’d)
Sign Language Interpreters/Transcriptionists
Large Print Materials
Accessible Desks
Assistive Technology
Kurzweil/Firefly
Dragon Naturally Speaking
JAWS
Talking Calculator

15. Process for Requesting Accommodations
Contact DSS
Provide adequate documentation of the disability from a qualified professional
Meet with a DSS counselor to determine appropriate accommodations
Provide his or her instructors with the memo prepared by the DSS staff specifying the authorized accommodations
Make arrangements with the instructor in a timely fashion to receive the accommodations

16. How Accommodations are Communicated to Faculty
Students pick up accommodation memos from the front desk—they must show a picture ID to protect confidentiality.
Student is then responsible for delivering them to, and discussing them with, instructors.
DSS staff will meet with instructors as requested by either student or instructor.
DSS staff are available to talk to instructors; brainstorm possible solutions to classroom situations.

17. Numbers of Students with Disabilities in Credit Classes receiving services
2005 Fall Fall Fall Fall Fall Fall Fall Fall 646

18. Numbers of Students in Credit Classes receiving services
2010 Fall 566
2011 Fall 632
2012 Fall 646
2013 Fall 722
2014 Fall 698
2015 Fall 681
2016 Fall 791
2017 Fall 804

19. Breakdown of Disabilities Fall 2017 (MACC Categories)
Learning Disabilities
ADD/ADHD
Psychological Disability
Autism Spectrum Disorder
Chronic Medical Disorder
Speech/Language Disability
Mobility/Orthopedic Disability
Traumatic Brain Injury
Deaf
Low Vision
Hard of Hearing
Intellectual Disability
Blind, Deaf/Blind

20. Other Programs through the DSS Office at HCC
Pathways Program – collaboration with the MD Division of Rehabilitation Services (DORS)
Students on the Autism Spectrum who are DORS clients and have an IPE that supports college
DORS counselor offers intensive support services, individual interventions and small group sessions on a weekly basis

21. Executive Function Coaching Program
Made possible through a generous donation from the family of a former student
Collaboration with an EF coach from THRIVE Foundation to provide individualized coaching to a small number of students on a weekly basis
Concentrated on skills such as planning, organizing, strategizing, paying attention, and managing time and space.

22. Other Support Services at HCC
Learning Assistance Center – tutoring and workshops
Step UP program – students are matched up with faculty and staff for one-on-one support
Career Counseling
Personal Counseling
Howard PRIDE – Black Male Leadership program
Ambiciones – support for Hispanic students

23. Con Ed Programs - REACH
REACH (Reading and English for Academic Challenges)
NOT specifically for students with disabilities, but may have students with disabilities in the program
Designed for students who are interested in credit classes but score below the first level of developmental English or Reading
Meets 5 days a week; 3 hours a day

24. HCPSS Program at HCC – Community Connections Program
Transition program for persons years who continue to need transition services – not diploma bound students
Taught by HCPSS staff
Personal management skills, consumer economics, career/vocational skills, social awareness
MAY take HCC courses – usually for audit